ABSTRACT
The cases which are included in this book are from primary school teachers who responded to the challenges of the revised art curriculum. Each is characterised by three main aims: to develop the teachers’ knowledge of art; to devise teaching strategies for their pupils which will help them effect the art curriculum requirements; and to research their teaching and the pupils’ responses to it. Few of the teachers have an art background from school or from their teacher education courses. They responded to the new demands of the art curriculum by engaging in this triple approach to their own professional development, as part of a programme intended to bring them and their pupils into direct and prolonged contact with works of art.
